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Sean Falasca Abstract and Sythesis
Chapter 1 Abstract In chapter one, the book introduces us to the foundations of the MI Theory.. Howard Gardner, a Harvard psychologist came up with this theory to challenge the basic acceptance of IQ tests setting the standard for intelligence. Gardner thought IQ had a lot more to do with just basic test scores and so he developed the eight intelligences that everyone possesses.
Linguistic – Being able to use words effectively orally or in writing. Individuals who posses this intelligence are able to manipulate the structure sound, meaning, and practical uses of language.
Logical-mathematical – Those who have the ability to use number effectively and reason well. Includes sensitivity to logical patterns and relationships, statements and propositions, and functions. There are six kinds of processing skills that are possessed and they are categorization, classification, inference, generalization, calculation, and hypothesis testing.
Spatial – Having the ability to perceive the visual-spatial world accurately and being able to make transformations upon those accurate perceptions. This includes sensitivity to color, line, shape, form, space, and the relationships that exist between these elements.
Bodily kinesthetic – Using an individual’s whole body to express ideas and feelings. Also, it becomes easy for a learner to use one’s hands to produce or transform things. This involves having coordination, balance, dexterity, strength, flexibility, and speed. Having capabilities like proprioceptive, tactile, and haptic are also included.
Musical – Being able to perceive, discriminate, transform, and express musical forms. Includes sensitivity to rhythm, pitch or melody, and tone color of a musical piece.
Interpersonal – Bing able to understand and differentiate moods, intentions, motivations, and feelings of others. These learners are particularly adept at understanding facial expressions, voice, and gestures; the capacity for discriminating among man different kinds of interpersonal cues; and the ability to respond effectively to those cues.
Intrapersonal – Knowing yourself very well and being able to adapt o n the basis of that knowledge. Viewing oneself accurately, awareness of inner moods, intentions, motivations, temperaments, and desires are all characteristics of intrapersonal learners.
Naturalist – Experts in recognizing and classifying many species of their environment. Sensitivity o other natural phenomena, and, those growing up in urban environments have the ability to discriminate among inanimate objects like cars, sneakers, and CD covers.
This is the brief summary of all eight intelligences. Gardner also recognizes phenomena within individuals like brain damage that can limit people within their intelligence, but not completely shut them out. At the opposite end of the spectrum there are savants, who are people who make one intelligence stand way apart form all the others. Each intelligence also has its own lifespan where its in the developmental stage, at its peak, and then declines. Also, there is a historical context where depending on certain time periods that certain intelligences were considered far more important over others and some were even considered evil. Everyone has parts of each intelligence, and can develop each at high levels given the proper opportunity. This is an ongoing theory that continues to develop over time, much like our intelligence! Chapter 1 Synthesis As Allison states”These intelligences are extremely important to the classroom, as teachers need to understand how each of their individual students learn, and even in what areas they could use help. It’s also important because it does debunk the idea that there is only on definition of intelligence, which is an important guiding idea in a classroom. It’s also important because Gardner is adamant about our standardized testing is not the right way to test a student’s knowledge.” If your students don’t understand what you are teaching them, then there is no point in teaching them. Discovering specific needs for each student in the classroom might even be more important than covering content. Another valid point covered by Gardner was mentioned by Garret “The chapter goes on to say that each person has all 8 intelligences and can have varying degrees of strength and weakness in all of these, but all of them can function together in unique ways. It also states that every person has the capability to become proficient with all 8 intelligences with the right environment and teaching.” Everyone can develop each intelligence at a high level, and just because someone is not proficient in speaking doesn’t mean that they aren’t excellent at writing. All in all, we think that the classroom is a very diverse learning environment and to never judge a book by its cover. Explore all options and get to know your students. Use multiple ways to get your points across and be clear about what it is you want everyone to learn.
The first chapter I found to be very interesting and enlightening. I had knew about the Multiple Intelligences Theory before, but never quite this in depth. I learned a lot about the separation between multiple intelligences and learning-styles. Also, I am intrigued by the proposed new editions to intelligence. The section on the Existence of Savant, Prodigies, and Other Exceptional Individuals was familiar to me, but I never thought of the relation that occurs between the intelligences.
Gardner differentiates learning styles and MI Theory stating that learning-styles have general approaches that someone can distribute equally to all “conceivable content”. An intelligence is applied to a specific “context in the world”. I find this fascinating because I never could have told you the difference between the two before I read this chapter. Also, I would not have thought to compare Rain Man as a savant in the MI Theory. The fact that additions to MI like the existential, can be made shows its adaptability, evolution, and inclusion of all present and forthcoming intelligences.
The ability to be intelligent within each category had also never appealed to me. Just because you are not proficient in one part of the category does not mean that you are not that certain type of intelligence. Gardner's example of someone not being able to read, but be able to tell a terrific story is a prime example. An example of this that I can think of is just because someone does not have the ability to walk does not mean that the individual can not throw well.
Jon Delorme
Chapter One of MultipleIntelligences by Thomas Armstrong introduces readers to eight intelligences established by Howard Gardner. These intelligences include people such as linguistic, spatial, interpersonal, and musical learners. As a teacher it is key that I cater not just to the ways that I like to learn but also all eight of the intelligences. I am highly interpersonal with a splash of bodily-kinesthetic. I like to learn by communicating with others, bouncing ideas around the room, and doing physical activity. But, it is guaranteed that not all of my future students will learn the way that I learn. There will be musical kids sitting along side naturalists and intrapersonals and I need to be prepared for this. The most important lesson I can learn from this chapter is that I must always be vigilant of how I am presenting my material. To become a great teacher I need to create a classroom where all eight of the intelligences can flourish.
I found it very interesting that each person has all eight intelligences but just functioning at different levels. I see myself as completely musically illiterate. I like music but I very weak in that area. However, this is not due to a lack of brainpower or genetics. It is simply because I never had a mentor or family member that led me down the path of musical expression. I think it is important for me to remember that, as a teacher, all eight intelligences are inside someone ready to be ignited. My goal is to teach how the student learns best. But, I do want my future students to try new ways of thinking that push them to places they might find exciting.
Tess Perry
Chapter 1 provides an introduction to the 8 multiple intelligences first described by [[#|psychologist]] Howard Gardner. His idea focused on solving problems and creating new ideas using any number of the 8 intelligences. He expanded on the constricted idea of determining intelligence with one test producing one number, IQ. The 8 intelligences Gardner described include, naturalist, intrapersonal, interpersonal, musical, bodily-kinesthetic, spatial, logical-mathematical and linguistic. He determined these 8 by creating a set of standards or criteria, requiring all 8 intelligences to meet the conditions. The theory of multiple intelligences can be used to explain the different methods individuals utilize to produce new ideas and to solve issues or problems. Everyone will have their own unique methods but these methods usually fall into one or more of 8 the MIs. All 8 intelligences are present in everyone but the range of which people have developed and progressed in their expression of each one varies from person to person. Being aware of all 8 MIs will be helpful when creating and implementing lessons in my future classroom. I imagine trying to think of different teaching methods and projects that incorporate more MIs then the 1 or 2 I am drawn to and have developed more than the others. Not only will this help engage, involve and include more students in my class but will challenge me to grow and improve as a teacher. By becoming more aware of the 8 MIs I may develop other areas of intelligence in myself, which will only expand my skills as an educator.
Tori Penney
Chapter 1 of MI focused on identifying the beginning of the idea of multiple intelligence's as well as defining them. The different kinds of intelligence's include Linguistic, Logical/Mathematical, Spatial, Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. On page 8, Gardener is quoted saying “ we've tended to put on a pedestal one variety called intelligence, and there is actually a plurality of them.” Even though Gardeners ideas have been widely accepted, and presented to us in high school, this is still the truth, people still believe that those who are good at math and science are so smart and genius, but a painter is simply good at something. Although I did not learn a lot from this chapter, since I learned a lot about the different kinds MI’s in high school, it did get me thinking. I myself am a mainly verbal, spatial, and musical learner, and it is so true that I could have identified that without testing it. Yet, I am also very good at certain aspects of the other intelligence's. I feel like people rely too much on their most developed intelligence's and use that as an excuse when they are not doing so well in subjects that requires other thinking. An example would be when a person says, “I just can’t do math, and I’m an English person anyways.” That is just not true, because everyone can do math in one way or another, it just may not be as advanced as someone else’s abilities. On page 15, this same idea is talked about. All of these intelligence's overlap another in some way. I hope that I can show students within my class that there is a way to bring math and science into social studies, but first I need to learn how that works.
Kiera Timme
In Chapter 1, of Multiple Intelligences in the Classroom, the author Thomas Armstrong outlines the history, guiding principles and components of Gardner’s Multiple Intelligences (MI) theory. Intelligence, prior to Gardner’s theory, was often based on an assessment criteria devoid of context. Gardner’s MI theory challenged these previously held notions about intelligence, arguing instead that intelligence is found in the ability to problem solve, and to create products within a “context-rich and naturalistic setting” (Armstrong, 2009).
Eight different intelligences outline the framework for the theory of Multiple Intelligences: Linguistic, Logical/Mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalistic. While the word “intelligences” suggests a single gift or aptitude for a given area, Gardner’s theory submits that each person possesses all of these intelligences, or abilities, but that some have developed more than others. This is not to say that a person cannot develop upon areas in which they are deficient. In fact, quite the opposite is true. According to the text, most people can improve their abilities in each of the intelligences provided they have access to appropriate learning opportunities and environments.
This chapter really highlights just how diverse my future classroom will be. Since every student possesses all eight intelligences to some degree, I am likely to never encounter two students with the exact same multiple intelligence configuration. While this notion is a little intimidating, it is also quite exciting. The author mentions that it is possible for individuals to improve in all areas. As a future teacher, I think this is wonderful news. I’d love to be able to find ways to help all my students develop, not only the intelligences they show an aptitude it, but also the ones that are less developed.
Garrett Hodgkins
In the first chapter the book goes over what exactly multiple intelligences are. It talked about how in the early 1900’s intelligence was defined as a singular thing, and that it could be determined by a single standardized IQ test. In the 1980’s Howard Gardner proposed that intelligence wasn’t a singular thing, but plural, and encompassed many different areas of people’s lives. The criteria of his intelligence was “ the capacity for (1) solving problems and (2) fashioning products in a context rich naturalistic setting” (Armstrong). Basically, being able to work and solve problems in an environment suited to you.
The chapter goes on to say that each person has all 8 intelligences and can have varying degrees of strength and weakness in all of these, but all of them can function together in unique ways. It also states that every person has the capability to become proficient with all 8 intelligences with the right environment and teaching.
The way that this will affect my teaching in the future is I will strive to work for exactly what the book said, trying to nurture all 8 intelligences in a good environment to the best of my teaching ability. I will work to understand each student’s uniqueness in each of his/her intelligences, and try my best to cater my curriculum to their learning needs. I will not design my curriculum to support any specific intelligence, and try to impart my knowledge to my students in a way that is savvy with their specific intelligence.
Frank Makuch
This chapter describes the multiple intelligences theory. In contrast to the MI theory is that intelligence is measured by IQ tests, and some other things which are useful in life, like music are not part of intelligence. The MI theory seems to broaden the distinction of what can be considered intelligent. In this way a person who is not very good in school may just be intelligent in a way that is undetectable in that environment. The author of the theory describes the criteria for a skill to be an intelligence. The intelligences do not act alone. It is only in a very few cases in which a person focuses primarily on one intelligence over the other, in this way, the intelligence is able to get the full concentration of the brain and the body. These are the prodigies. Despite this, in most people, all of the intelligences are present to varying extents. It is possible that certain intelligences have been more important for humans in the past, and we keep those intelligences today through genetics. In my own I will look out for people who it may suit to administer alternative teaching approaches based on their intelligence. Students that seem “slow” in class will not be looked down upon. These are the students that really will see the world in a different light. These are the students that may be able to add to our knowledge by coming from different perspectives.
Kaitlyn Bowie
This first chapter focused mainly on the idea that intelligence can be measured in many different ways beyond what we normally consider part of the “IQ standard.” Howard Gardner argues that intelligence is better measured by a person’s problem solving skills and context reading in a natural setting, the [[#|complete]] opposite of the standardized test setting. There are eight different kinds of intelligences, all of which pertain to different styles of learning and areas of proficiency. These eight intelligences are linguistic, logical-mathematical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist, all of which every person is capable and there is no true standard for where a person should fall under each intelligence. I found this thinking to be an excellent tool to be used in the classroom in working with a student who might be struggling in my class. If a student was reluctant or refused to speak in front of the class and could not do so without feeling physically sick, I would have to isolate the intelligence that they show a more comfortable proficiency in. If say, for example, that same student was really good at making music videos, and had no problem talking in front of a [[#|camera]], I could instead have then record themselves and present it before the class. However, I would likely have to require a small audience of maybe their family or friends, in order to help increase their skills and comfort ability with public speaking. That way I am still playing to their strengths, musical intelligence, but still exercising and improving their weakness, linguistic intelligence.
Molly Olsen
The first chapter of "Multiple Intelligences in the Classroom" gives you a basis of what the theory of various kinds of intelligences are. It is stressed that the idea behind these is that even if you may be very low in one area of intelligence doesn't mean that you can't be smart, or even brilliant in other categories. For many years it was thought that intelligence was one thing, that you were smart, and that people with higher IQ's were all-over superior. It wasn't until 1933 that Howard Gardner contested this common idea with his theory that there were seven forms of intelligence, which he later widened to eight and even hinted at the possibility of a ninth. The eight currently accepted forms of intelligence include: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, interpersonal, and naturalist.
There are eight rules for determining if something was a true kind of "intelligence". It has been argued that there may be more intelligences which fit the eight rules, such as spiritual, culinary ability, and even humor. Some may point out that these forms of intelligence seem very similar to different learning styles, and while it's possible they're related, they are not the same thing. On page 17, Gardner is quoted as saying: "The concept of style designates a general approach that an individual can [[#|apply]] equally to every conceivable content. In contrast, an intelligence is a capacity".
One of my favorite quotes is "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." If I can tie differentiated [[#|curriculum]] into my teaching, I think that will allow students to flex their intelligences, and share them proudly.
Caroline Murphy
I barely knew anything about multiple intelligences before talking about it in class, and reading this first chapter helped me learn a lot more. It is very fascinating to learn about the ways that different intelligences affect the way a student learns, and in turn the way a classroom runs. The fact that people can innately lack in a certain intelligence tells me a lot about my future students. If a child is struggling with a particular task or concept, it could be because their mind simply doesn’t have as much strength in one area of intelligence as they do in another. It is never about them being stupid or unmotivated, teachers just need to realize that every student’s brain is structured differently. This is why it is important for teachers to be willing to try different methods of teaching, so that they can accommodate for the different styles of learning that are born into a student’s physiology and therefore should never be changed or stifled. It was also helpful to learn that most people are on the same level with being strong in some intelligences but lacking in others. I think the whole idea of Multiple Intelligences is a big step in the right direction in the field of education. It encourages creative, independent thought and denounces the notion that all students must learn the same way. In order to successfully reach our students, we need to start thinking about how they learn instead of how someone else says they should learn.
Alison Hutchins
The first chapter of Multiple Intelligences in the Classroom is very heavily focused on what the multiple intelligences are and from where they derive. They were developed to challenge intelligence tests, that were felt to too narrowly define intelligence. These tests were first created by French psychologist Alfred Binet, who was as by the minister of public instruction in Paris to find a way to determine which primary school students were at risk for failure. The testing moved to the United States years later, with the idea that intelligence could be “objectively measured and reduced to a single number or “IQ” score.” (p.1). It was a Harvard psychologist that began to seriously challenge this, proposing in his his book, Frame of Mind, that there were, bare minimum, seven basic intelligences. Recently, an eighth has been added, a ninth in discussion. His eight types are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, interpersonal, and natural. Different people match different types, but Gardner, and the book, make it clear that everyone develops some semblance of each intelligence, and can strengthen that area at any point of life, also that even within the categories there are many ways to be intelligent. These intelligences are extremely important to the classroom, as teachers need to understand how each of their individual students learn, and even in what areas they could use help. It’s also important because it does debunk the idea that there is only on definition of intelligence, which is an important guiding idea in a classroom. It’s also important because Gardner is adamant about our standardized testing is not the right way to test a student’s knowledge. He suggests that tests that span a wider range of the intelligences would be more effective, though he does use standardized tests to assess multiple intelligences.
Amy Jones
The first chapter of Multiple Intelligences in the Classroom by Thomas Armstrong provides the philosophy of Howard Gardner. Howard Gardner feels “that our culture had defined intelligence too narrowly”(5). He feels that the intelligence has more to “do with the capacity for solving problems and fashioning products in a context rich and naturalistic setting”(6). The mutiliple intelligences that they explained in this chapter are:
Linguistic: the capacity to use words effectively.
Logical-Mathematical: the capacity to use numbers effectively.
Spatial: the ability to perceive the visual-spatial world accurately.
Bodily-Kinesthetic: expertise in using ones whole body to express ideas and feelings.
Musical: the capacity to perceive, express, discriminate and transform musical forms.
Interpersonal: the ability to perceive and make distinctions in the moods, intentions, motivations, and feelings for other people.
Intrapersonal: Self-knowledge and the ability to act adaptively in the basis of the knowledge.
Naturalist: Expertise in the recognition and the classification of the numerous species-the flora and fauna-of an individual’s environment.
The theory basis for MI theory involves a series of 8 factors in which some form of expression is considered to be an intelligence rather than a talent.
The chapter offers different kinds of exceptions and reasons for some people being savant and prodigies in their desired intelligence at different points in their lives. People such as Mozart, Blaise Pascal, Karl Freidrich and Toni Morrison were prodigies in their own intelligences. The chapter also goes on to explain how many people may have all 8 intelligences but different environmental factors could play a big part in developing of those. Learning styles were also mentioned in the later part of the chapter, including ideas that they style designated a general approach that an individual can apply equally to every conceivable content.
Sean Falasca Abstract and Sythesis
Chapter 1 Abstract
In chapter one, the book introduces us to the foundations of the MI Theory.. Howard Gardner, a Harvard psychologist came up with this theory to challenge the basic acceptance of IQ tests setting the standard for intelligence. Gardner thought IQ had a lot more to do with just basic test scores and so he developed the eight intelligences that everyone possesses.
This is the brief summary of all eight intelligences.
Gardner also recognizes phenomena within individuals like brain damage that can limit people within their intelligence, but not completely shut them out. At the opposite end of the spectrum there are savants, who are people who make one intelligence stand way apart form all the others. Each intelligence also has its own lifespan where its in the developmental stage, at its peak, and then declines. Also, there is a historical context where depending on certain time periods that certain intelligences were considered far more important over others and some were even considered evil. Everyone has parts of each intelligence, and can develop each at high levels given the proper opportunity. This is an ongoing theory that continues to develop over time, much like our intelligence!
Chapter 1 Synthesis
As Allison states”These intelligences are extremely important to the classroom, as teachers need to understand how each of their individual students learn, and even in what areas they could use help. It’s also important because it does debunk the idea that there is only on definition of intelligence, which is an important guiding idea in a classroom. It’s also important because Gardner is adamant about our standardized testing is not the right way to test a student’s knowledge.” If your students don’t understand what you are teaching them, then there is no point in teaching them. Discovering specific needs for each student in the classroom might even be more important than covering content. Another valid point covered by Gardner was mentioned by Garret “The chapter goes on to say that each person has all 8 intelligences and can have varying degrees of strength and weakness in all of these, but all of them can function together in unique ways. It also states that every person has the capability to become proficient with all 8 intelligences with the right environment and teaching.” Everyone can develop each intelligence at a high level, and just because someone is not proficient in speaking doesn’t mean that they aren’t excellent at writing. All in all, we think that the classroom is a very diverse learning environment and to never judge a book by its cover. Explore all options and get to know your students. Use multiple ways to get your points across and be clear about what it is you want everyone to learn.
Table of Contents
Sean Falasca
The first chapter I found to be very interesting and enlightening. I had knew about the Multiple Intelligences Theory before, but never quite this in depth. I learned a lot about the separation between multiple intelligences and learning-styles. Also, I am intrigued by the proposed new editions to intelligence. The section on the Existence of Savant, Prodigies, and Other Exceptional Individuals was familiar to me, but I never thought of the relation that occurs between the intelligences.Gardner differentiates learning styles and MI Theory stating that learning-styles have general approaches that someone can distribute equally to all “conceivable content”. An intelligence is applied to a specific “context in the world”. I find this fascinating because I never could have told you the difference between the two before I read this chapter. Also, I would not have thought to compare Rain Man as a savant in the MI Theory. The fact that additions to MI like the existential, can be made shows its adaptability, evolution, and inclusion of all present and forthcoming intelligences.
The ability to be intelligent within each category had also never appealed to me. Just because you are not proficient in one part of the category does not mean that you are not that certain type of intelligence. Gardner's example of someone not being able to read, but be able to tell a terrific story is a prime example. An example of this that I can think of is just because someone does not have the ability to walk does not mean that the individual can not throw well.
Jon Delorme
Chapter One of Multiple Intelligences by Thomas Armstrong introduces readers to eight intelligences established by Howard Gardner. These intelligences include people such as linguistic, spatial, interpersonal, and musical learners. As a teacher it is key that I cater not just to the ways that I like to learn but also all eight of the intelligences. I am highly interpersonal with a splash of bodily-kinesthetic. I like to learn by communicating with others, bouncing ideas around the room, and doing physical activity. But, it is guaranteed that not all of my future students will learn the way that I learn. There will be musical kids sitting along side naturalists and intrapersonals and I need to be prepared for this. The most important lesson I can learn from this chapter is that I must always be vigilant of how I am presenting my material. To become a great teacher I need to create a classroom where all eight of the intelligences can flourish.
I found it very interesting that each person has all eight intelligences but just functioning at different levels. I see myself as completely musically illiterate. I like music but I very weak in that area. However, this is not due to a lack of brainpower or genetics. It is simply because I never had a mentor or family member that led me down the path of musical expression. I think it is important for me to remember that, as a teacher, all eight intelligences are inside someone ready to be ignited. My goal is to teach how the student learns best. But, I do want my future students to try new ways of thinking that push them to places they might find exciting.
Tess Perry
Chapter 1 provides an introduction to the 8 multiple intelligences first described by [[#|psychologist]] Howard Gardner. His idea focused on solving problems and creating new ideas using any number of the 8 intelligences. He expanded on the constricted idea of determining intelligence with one test producing one number, IQ. The 8 intelligences Gardner described include, naturalist, intrapersonal, interpersonal, musical, bodily-kinesthetic, spatial, logical-mathematical and linguistic. He determined these 8 by creating a set of standards or criteria, requiring all 8 intelligences to meet the conditions. The theory of multiple intelligences can be used to explain the different methods individuals utilize to produce new ideas and to solve issues or problems. Everyone will have their own unique methods but these methods usually fall into one or more of 8 the MIs. All 8 intelligences are present in everyone but the range of which people have developed and progressed in their expression of each one varies from person to person.
Being aware of all 8 MIs will be helpful when creating and implementing lessons in my future classroom. I imagine trying to think of different teaching methods and projects that incorporate more MIs then the 1 or 2 I am drawn to and have developed more than the others. Not only will this help engage, involve and include more students in my class but will challenge me to grow and improve as a teacher. By becoming more aware of the 8 MIs I may develop other areas of intelligence in myself, which will only expand my skills as an educator.
Tori Penney
Chapter 1 of MI focused on identifying the beginning of the idea of multiple intelligence's as well as defining them. The different kinds of intelligence's include Linguistic, Logical/Mathematical, Spatial, Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist. On page 8, Gardener is quoted saying “ we've tended to put on a pedestal one variety called intelligence, and there is actually a plurality of them.” Even though Gardeners ideas have been widely accepted, and presented to us in high school, this is still the truth, people still believe that those who are good at math and science are so smart and genius, but a painter is simply good at something. Although I did not learn a lot from this chapter, since I learned a lot about the different kinds MI’s in high school, it did get me thinking. I myself am a mainly verbal, spatial, and musical learner, and it is so true that I could have identified that without testing it. Yet, I am also very good at certain aspects of the other intelligence's. I feel like people rely too much on their most developed intelligence's and use that as an excuse when they are not doing so well in subjects that requires other thinking. An example would be when a person says, “I just can’t do math, and I’m an English person anyways.” That is just not true, because everyone can do math in one way or another, it just may not be as advanced as someone else’s abilities. On page 15, this same idea is talked about. All of these intelligence's overlap another in some way. I hope that I can show students within my class that there is a way to bring math and science into social studies, but first I need to learn how that works.
Kiera Timme
In Chapter 1, of Multiple Intelligences in the Classroom, the author Thomas Armstrong outlines the history, guiding principles and components of Gardner’s Multiple Intelligences (MI) theory. Intelligence, prior to Gardner’s theory, was often based on an assessment criteria devoid of context. Gardner’s MI theory challenged these previously held notions about intelligence, arguing instead that intelligence is found in the ability to problem solve, and to create products within a “context-rich and naturalistic setting” (Armstrong, 2009).Eight different intelligences outline the framework for the theory of Multiple Intelligences: Linguistic, Logical/Mathematical, Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalistic. While the word “intelligences” suggests a single gift or aptitude for a given area, Gardner’s theory submits that each person possesses all of these intelligences, or abilities, but that some have developed more than others. This is not to say that a person cannot develop upon areas in which they are deficient. In fact, quite the opposite is true. According to the text, most people can improve their abilities in each of the intelligences provided they have access to appropriate learning opportunities and environments.
This chapter really highlights just how diverse my future classroom will be. Since every student possesses all eight intelligences to some degree, I am likely to never encounter two students with the exact same multiple intelligence configuration. While this notion is a little intimidating, it is also quite exciting. The author mentions that it is possible for individuals to improve in all areas. As a future teacher, I think this is wonderful news. I’d love to be able to find ways to help all my students develop, not only the intelligences they show an aptitude it, but also the ones that are less developed.
Garrett Hodgkins
In the first chapter the book goes over what exactly multiple intelligences are. It talked about how in the early 1900’s intelligence was defined as a singular thing, and that it could be determined by a single standardized IQ test. In the 1980’s Howard Gardner proposed that intelligence wasn’t a singular thing, but plural, and encompassed many different areas of people’s lives. The criteria of his intelligence was “ the capacity for (1) solving problems and (2) fashioning products in a context rich naturalistic setting” (Armstrong). Basically, being able to work and solve problems in an environment suited to you.The chapter goes on to say that each person has all 8 intelligences and can have varying degrees of strength and weakness in all of these, but all of them can function together in unique ways. It also states that every person has the capability to become proficient with all 8 intelligences with the right environment and teaching.
The way that this will affect my teaching in the future is I will strive to work for exactly what the book said, trying to nurture all 8 intelligences in a good environment to the best of my teaching ability. I will work to understand each student’s uniqueness in each of his/her intelligences, and try my best to cater my curriculum to their learning needs. I will not design my curriculum to support any specific intelligence, and try to impart my knowledge to my students in a way that is savvy with their specific intelligence.
Frank Makuch
This chapter describes the multiple intelligences theory. In contrast to the MI theory is that intelligence is measured by IQ tests, and some other things which are useful in life, like music are not part of intelligence. The MI theory seems to broaden the distinction of what can be considered intelligent. In this way a person who is not very good in school may just be intelligent in a way that is undetectable in that environment. The author of the theory describes the criteria for a skill to be an intelligence. The intelligences do not act alone. It is only in a very few cases in which a person focuses primarily on one intelligence over the other, in this way, the intelligence is able to get the full concentration of the brain and the body. These are the prodigies. Despite this, in most people, all of the intelligences are present to varying extents. It is possible that certain intelligences have been more important for humans in the past, and we keep those intelligences today through genetics. In my own I will look out for people who it may suit to administer alternative teaching approaches based on their intelligence. Students that seem “slow” in class will not be looked down upon. These are the students that really will see the world in a different light. These are the students that may be able to add to our knowledge by coming from different perspectives.Kaitlyn Bowie
This first chapter focused mainly on the idea that intelligence can be measured in many different ways beyond what we normally consider part of the “IQ standard.” Howard Gardner argues that intelligence is better measured by a person’s problem solving skills and context reading in a natural setting, the [[#|complete]] opposite of the standardized test setting. There are eight different kinds of intelligences, all of which pertain to different styles of learning and areas of proficiency. These eight intelligences are linguistic, logical-mathematical, spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalist, all of which every person is capable and there is no true standard for where a person should fall under each intelligence.I found this thinking to be an excellent tool to be used in the classroom in working with a student who might be struggling in my class. If a student was reluctant or refused to speak in front of the class and could not do so without feeling physically sick, I would have to isolate the intelligence that they show a more comfortable proficiency in. If say, for example, that same student was really good at making music videos, and had no problem talking in front of a [[#|camera]], I could instead have then record themselves and present it before the class. However, I would likely have to require a small audience of maybe their family or friends, in order to help increase their skills and comfort ability with public speaking. That way I am still playing to their strengths, musical intelligence, but still exercising and improving their weakness, linguistic intelligence.
Molly Olsen
The first chapter of "Multiple Intelligences in the Classroom" gives you a basis of what the theory of various kinds of intelligences are. It is stressed that the idea behind these is that even if you may be very low in one area of intelligence doesn't mean that you can't be smart, or even brilliant in other categories. For many years it was thought that intelligence was one thing, that you were smart, and that people with higher IQ's were all-over superior. It wasn't until 1933 that Howard Gardner contested this common idea with his theory that there were seven forms of intelligence, which he later widened to eight and even hinted at the possibility of a ninth. The eight currently accepted forms of intelligence include: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, interpersonal, and naturalist.There are eight rules for determining if something was a true kind of "intelligence". It has been argued that there may be more intelligences which fit the eight rules, such as spiritual, culinary ability, and even humor. Some may point out that these forms of intelligence seem very similar to different learning styles, and while it's possible they're related, they are not the same thing. On page 17, Gardner is quoted as saying: "The concept of style designates a general approach that an individual can [[#|apply]] equally to every conceivable content. In contrast, an intelligence is a capacity".
One of my favorite quotes is "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." If I can tie differentiated [[#|curriculum]] into my teaching, I think that will allow students to flex their intelligences, and share them proudly.
Caroline Murphy
I barely knew anything about multiple intelligences before talking about it in class, and reading this first chapter helped me learn a lot more. It is very fascinating to learn about the ways that different intelligences affect the way a student learns, and in turn the way a classroom runs. The fact that people can innately lack in a certain intelligence tells me a lot about my future students. If a child is struggling with a particular task or concept, it could be because their mind simply doesn’t have as much strength in one area of intelligence as they do in another. It is never about them being stupid or unmotivated, teachers just need to realize that every student’s brain is structured differently. This is why it is important for teachers to be willing to try different methods of teaching, so that they can accommodate for the different styles of learning that are born into a student’s physiology and therefore should never be changed or stifled. It was also helpful to learn that most people are on the same level with being strong in some intelligences but lacking in others. I think the whole idea of Multiple Intelligences is a big step in the right direction in the field of education. It encourages creative, independent thought and denounces the notion that all students must learn the same way. In order to successfully reach our students, we need to start thinking about how they learn instead of how someone else says they should learn.
Alison Hutchins
The first chapter of Multiple Intelligences in the Classroom is very heavily focused on what the multiple intelligences are and from where they derive. They were developed to challenge intelligence tests, that were felt to too narrowly define intelligence. These tests were first created by French psychologist Alfred Binet, who was as by the minister of public instruction in Paris to find a way to determine which primary school students were at risk for failure. The testing moved to the United States years later, with the idea that intelligence could be “objectively measured and reduced to a single number or “IQ” score.” (p.1).
It was a Harvard psychologist that began to seriously challenge this, proposing in his his book, Frame of Mind, that there were, bare minimum, seven basic intelligences. Recently, an eighth has been added, a ninth in discussion. His eight types are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, interpersonal, and natural. Different people match different types, but Gardner, and the book, make it clear that everyone develops some semblance of each intelligence, and can strengthen that area at any point of life, also that even within the categories there are many ways to be intelligent.
These intelligences are extremely important to the classroom, as teachers need to understand how each of their individual students learn, and even in what areas they could use help. It’s also important because it does debunk the idea that there is only on definition of intelligence, which is an important guiding idea in a classroom. It’s also important because Gardner is adamant about our standardized testing is not the right way to test a student’s knowledge. He suggests that tests that span a wider range of the intelligences would be more effective, though he does use standardized tests to assess multiple intelligences.
Amy Jones
The first chapter of Multiple Intelligences in the Classroom by Thomas Armstrong provides the philosophy of Howard Gardner. Howard Gardner feels “that our culture had defined intelligence too narrowly”(5). He feels that the intelligence has more to “do with the capacity for solving problems and fashioning products in a context rich and naturalistic setting”(6). The mutiliple intelligences that they explained in this chapter are:- Linguistic: the capacity to use words effectively.
- Logical-Mathematical: the capacity to use numbers effectively.
- Spatial: the ability to perceive the visual-spatial world accurately.
- Bodily-Kinesthetic: expertise in using ones whole body to express ideas and feelings.
- Musical: the capacity to perceive, express, discriminate and transform musical forms.
- Interpersonal: the ability to perceive and make distinctions in the moods, intentions, motivations, and feelings for other people.
- Intrapersonal: Self-knowledge and the ability to act adaptively in the basis of the knowledge.
- Naturalist: Expertise in the recognition and the classification of the numerous species-the flora and fauna-of an individual’s environment.
The theory basis for MI theory involves a series of 8 factors in which some form of expression is considered to be an intelligence rather than a talent.The chapter offers different kinds of exceptions and reasons for some people being savant and prodigies in their desired intelligence at different points in their lives. People such as Mozart, Blaise Pascal, Karl Freidrich and Toni Morrison were prodigies in their own intelligences. The chapter also goes on to explain how many people may have all 8 intelligences but different environmental factors could play a big part in developing of those. Learning styles were also mentioned in the later part of the chapter, including ideas that they style designated a general approach that an individual can apply equally to every conceivable content.